Moral Complexities of Student Question-Asking in Classroom Practice
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Prior research on student question-asking has primarily been conducted from a cognitive, epistemological standpoint. In contrast, we present a hermeneutic-phenomenological investigation that emphasizes the moral-practical context in which question-asking functions as a situated way of being in the midst of practice. More particularly, we present a hermeneutic study of student question-asking in a graduate seminar on design theory (i.e., a seminar focused on theory and philosophy of design, emphasizing the work of design scholars such as Simon, Cross, Krippendorff, and Lawson). The study offers a unique moral-practical perspective on this commonly studied phenomenon. Our analysis yielded four themes regarding the moral-practical intricacies of question-asking in this setting, with a particular focus on time-related constraints on participation, various types of background understanding, and value-laden expectations that participants encountered in this complex ecology of practice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it